Reading and Writing Poetry
Content Overview for Lesson
Reading and writing poetry to teach author’s craft.
Instructional Progression Previous and Future Knowledge
In third grade, (3-1.6) students analyze the effect of the author’s craft (for
example, word choice and sentence structure) on the meaning of a given literary
text. In fourth grade, (4-1.6) students interpret the effect of the author’s craft (for
example, word choice, sentence structure, the use of figurative language, and the
use of dialogue) on the meaning of literary texts. In sixth grade, (6-1.5) students
interpret the effect of the author’s craft (including tone and the use of flashback
and foreshadowing) on the meaning of literary texts.
Teacher Preparation and Materials Needed
A copy of the poem, Honey, I Love by Eloise Greenfield (attached)
Poems may be used from the book entitled: Hone, I lLove and other Love Poems by
Eloise Greenfield
Instructional Considerations (Misconceptions/Common Errors, Additional
Instructional Strategies)
The misconception should be explored with the students that all poetry must
rhyme.
Key Vocabulary and Concepts
Teacher and student vocabulary
Alliteration, or the repeating of the same letter (or sound) at the beginning of
words following each.
Onomatopoeia (a Greek word meaning name-making "), for the sounds literally
make the meaning in such words as "buzz," "crash ...
Instructional Focus Explanation of indicators
5–1.3 Interpret devices of figurative language … and sound devices (including
onomatopoeia and alliteration).
5–1.5 Interpret the effect of the author’s craft (for example …, figurative language,
and imagery) on the meaning of literary texts.
5–2.3 Analyze a given text to detect author bias (for example, unsupported
opinions).
5–3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
5–1.8 Analyze … works of nonfiction (including speeches and personal essays) by
characteristics.
5–1.9 Understand the characteristics of poetry (including stanza, rhyme scheme,
repetition, and refrain)
Revised Taxonomy Clarify indicators being taught
Analyze means to break material into its constituent parts and determine
how the parts relate to one another and to an overall structure or purpose.
Interpreting is changing from one form of representation (e.g., numerical)
to another (e.g., verbal) (e.g., Paraphrase important speeches and
documents.
Suggested Resources
Honey, I Love and other love poems
By Eloise Greenfield
I love
I love a lot of things, a whole lot of things
Like
My cousin comes to visit and you know he’s from the South
‘Cause every word he says just kind of sides out of his mouth
I like the way he whistles and I like the way he walks
But honey, let me tell you that I LOVE the way he talks
I love the way my cousin talks
and
The day is hot and icky and the sun sticks to my skin
Mr. Davis turns the hose on, everybody jumps right in
The water stings my stomach and I feel so nice and cool
Honey, let me tell you that I LOVE a flying pool
I love to feel a flying pool
and
Renee comes out to play and brings her doll without a dress
I make a dress with paper and that doll sure looks a mess
We laugh so loud and long and hard the doll falls to the ground
Honey, let me tell you that I LOVE the laughing sound
I love to make the laughing sound
and
My uncle’s car is crowded and there’s lots of food to eat
We’re going down the country where the church folks like to meet
I’m looking out the window at the cows and trees outside
Honey, let me tell you that I LOVE to take a ride
I love to take afamily ride
And
My mama’s on the sofa sewing buttons on my coat
I go and sit beside her. I’m through playing with my boat
I hold her arm and kiss it ‘cause it feels so soft and warm
Honey, let me tell you that I LOVE my mama’s arm
I love to kiss my mama’s arm
and
It’s not so late at night. But still I’m lying in my bed
I guess I need my rest, at least that’s what my mama said
She told me not to cry ‘cause she don’t want to hear a peep
Honey, let me tell you I DON’T love to go to sleep
I do not love to go to sleep
But I love
I love a lot of things, a whole lot of things
And honey,
I love you, too.
Technology Connections
The teacher can use poetry websites to find great examples of poems to
teach craft. A SmartBoard and /or a projector would be beneficial if the
teacher has access to technology.
Teaching Lesson Introduction to the lesson
Poetry
Students should be given their own copies of the poem, Honey I Love by
Eloise Greenfield. The teacher will need to have a way to share the poem
with the class either on a poster or through the use of a projector.
Allow the students about 10 -15 minutes to read the poem. During this time,
tell them that they will need to read the poem several times. As they read,
ask them to write things that they noticed Eloise Greenfield did when she
wrote poem. Example: What kind of language did she use? How did she use
punctuation?
After about 15 minutes, call the group to the gathering place. Read aloud the
poem twice to the students. Have them sit and listen and notice how you
read the poem exactly as it was written.
Then, have students share what they noticed about this poem. As they
share, have them explain why they think Ms. Greenfield used that word or
style in her craft. The teacher will record responses on a chart.
Some things that you want students to notice are:
 Repeated lines
 No end punctuation
 Centering the word ”and”
 White Space
 Capitalizing all of the letters of LOVE
All of these things help the students read the poem a certain way. Poets and
authors call this their style or craft.
Writing Workshop
Students can begin to write poetry experimenting with font, white space,
repeated words, etc. During this nine weeks, students should be given
writing time daily to play with the language and structures of poetry or the
genre studied. Each day at the end of writing workshop, the teacher should
set aside a few minutes for the poets to share what they tried. On-going
assessment will happen as the teacher conferences with the students and
they share.
Assessing the Lesson Formative Assessment and Summative
Assessment
Practice/ Assessment:
The students will be given a poem or the teachers can let them choose a
poem. (See suggested resources) They will read the poem and interpret
elements the poet uses in their craft. As they study poems and writers’ craft
they will be able to try some new things in their poetry.
The students can write their noticings on the poem itself or the teacher can
have them use sticky notes. At share time, students (4-5) can share what
craft techniques were used in the poems that they read. The group may want
to discuss how those techniques queue the reader on how the poem was to
be read.
Summative assessment can be obtained by having students interpret
elements the poet uses in his craft.
Extending the Learning
Some students may enjoy writing their own version of a Honey, I love poem.
They can use Ms. Greenfield’s poem as a model.
Through conferencing and assessing the teacher may notice that they will
need to work with some students independently to guide them through
analyzing a poet’s craft.